PSYCHOLOGY AND EDUCATION (2021) 58(2): 8282-8296 ISSN: 00333077

Teachers’ Work Passion and Students’ Performance: Mediating Role of

Psychological Empowerment.
Adnan Ramzan1, Ammara Iftikhar2, Irfan Sabir3 , Muhammad Bilal Majid4, Ijaz Hussain Shah5,
Muhammad Hasnan Tahir Awan6,
1
University of Lahore Gujarat, Pakistan.
1
University of Lahore Gujarat, Pakistan.
1
University of Central Punjab Lahore, Pakistan.
1
Universiti Sultan Zainal Abidin (UniSZA) Gong Badak Campus 21300 Kuala Nerus, Terengganu, Malaysia.
Also (Corresponding Author) Email: bilalmajid34@gmail.com
1
The Superior College Lahore, Pakistan.
1
University of Central Punjab Lahore, Pakistan.

Abstract

The purpose of this study is to know the passion of work of teachers in educational institutions of Pakistan to
know which type of passions gives a good performance of the students. For this reason, the objectives which were
set for this study are to see the teacher’s work passion in which harmonious and obsessive work passion was
included and to see its impact on the performance of the students with mediating role of psychological
empowerment. To achieve the objectives of this study, quantitative study was carried out in which questionnaires
were filled out by respondents including teachers, professors and students. This study was conducted
longitudinally, in which initially questionnaires were filled out by respondents at the start of the semester and then
again they were filled at the last of the semester. After analyzing the questionnaires, it was revealed that there is a
significant and positive impact of harmonious work passion on the performance of the students in both phases of
data collection, while in case of obsessive work passion, the first phase showed that there is no negative relation
of obsessive work passion with student’s performance and results of the second phase of data collection showed
that there is significant and negative relation of obsessive work passion with student’s performance. This study is
very helpful theoretically as it enhanced the literature as well as it will also help the educational institutions to
know how the desired results of the students can be obtained from the teachers work passion.

Keywords: Harmonious Passion (HP), Obsessive Passion (OP), Students’ Performance (SP), Psychological
Empowerment (PE).

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Article Received: 10 August 2020, Revised: 25 October 2020, Accepted: 18 November 2020
1 Introduction
In the modern era, educational institutions are trying
to develop an environment for lecturers or teachers
in which they can perform their duties with
deliberations and indecent manners. When the
institutions present such type of environment, it is a
chance for the teachers to improve their personality
and to perform their duties effectively. Astakhova et
al. (2016) stated that in this era every organization
needs passionate workers, which effectively lead
their task and also they fire those workers who have
no passion for their task. Passion has increasingly
become a fundamental trait of an employee for
exemplary performance. The entity bodies are
looking forward in this era to find passionate
employees who have the work passion for their
actions. According to Sandberg (2015), passionate
employees are considered as an example for their
parallel workers in the organization. The concept of
passion has a renaissance in the discipline of
psychology by Robert Vallerand and colleagues
(2013). Work passion can be defined as “a strong
inclination toward a self-defining activity that people
love, find important, and for which they invest time
and energy” (Vallerand et al., 2013). The researchers
have introduced their ‘dual model of passion’ and
the corresponding passion scale in 2013. The model,
which distinguishes between the independent
internalization as harmonious passion and the
controlled internalization as obsessive passion, has
motivated many empirical studies on the nature,
predictors, correlates, and outcomes of the two types
of passion. According to Vallerand et al. (2003)
“passion can boost motivation, enhance well-being,
and provide meaning in everyday life”. However, as
the researchers also pointed out that passion can
“arouse negative emotions that lead to inflexible
persistence, and interfere with achieving successful
life”. HP has been associated with a range of
beneficial outcomes and the performance of a
person. Harmonious passion prepared individually
when they freely accept that focal activity confirms
that they have highly organized identities. Therefore,
the activity will be followed and the feeling of
personal validation (Shukla, 2017). In the case of
harmonious passion, it is better to deal with the
potential result of teachers' ability. In this case, the
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engagement in passionate activities in a talented way
is tested as an ending result. Because it is an
independent type of a mirror of activity, harmonious
passion is thinking of creating mask targets. Thus, an
adaptive successful process is to focus on working-
based goals is being encouraged by a compatible
passion (Burke, Astakhova, & Hang, 2015).
Whereas, on the other hand, Obsessive passion refers
to an internal pressure that forces the individual to
work with OP, the person also loves their work and
considers it as a part of her/his identity, but they also
feel compelled to engage themselves because of
internal contingencies that become unfavourable
while doing their activity (Bergeron, 2018).
Obsessive passion is associated with activity in
actions (for example, new project activity), or
personal compressions, such as self-esteem or to
create feelings for social acceptance or utility. This
pressure compels to continue with activity to
maintain them individually (as important as the
result). Due to these controls, and integration, self-
determination, neutral emotional people will
participate in the activity, which has a smaller
amount of sense of self-esteem, who will agree on
the success of the focal activity. Obsessive passion
will add them to do more actively self-diagnosis or
examine according to social perspective. Contextual
performance includes activities such as helping
others, (Sandberg, 2015), the father of intelligence
research, was the first to suggest that individual
intelligence were reflected in academic performance
outcomes: Because the academic performance was
thought to reflect individual differences in ability, it
became the “the criterion par excellence” for
intelligence tests. Nelson (2016) gave the operational
definition of academic performance of the students
as “how well a student performs in academic
knowledge and skills, which is reflected by the
student’s cumulative GPA”. Students’ performance
is too much concerning a topic in literature, but the
lower range of studies are found which relate it with
teachers’ passion (Burke et al., 2015). Nevertheless,
it is crucial to investigate it and it is the core
courtesy of the researcher to realize it in the
Pakistani context.
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Despite the fact in the past decade, the concept of
passion is not yet a clear ideological basis, and yet
the academic institutions are a failure to present an
ideological framework for the teachers’ work
passion. The professional phenomenon in the
popular and exclusive press is described very much
in the literature (Schellenberg & Bailis, 2017).
Depending on the old evidence about the process of
researching the passion in the institution, it is not yet
scientifically proven that practically emotional
credibility is well-equipped. Research scholars have
been investigating passion and it is considered as
passionate results, without the obvious explanation
of the path that passes towards these results
(Bergqvist & Eriksson, 2015). Promotional and
seriousness, such as business research investigations,
solid ideological links are missing for major and
built-in structures. Although scholars have started
promoting the concept of emotional effects, they
have not explained how passion is identifying and
encouraging teacher’s personalities. Of course, this
study considers this time enough to have passionate
emotions about these research projects. If this study
wants to accept the passion as a major enthusiastic
force in educational institutions, with important
effects on emotions, then it must have the deepest
insights about specific ways in which passion is
emotionally motivated and seriously communicated.
The main aim of this study is to examine if there is
any significant association between work passion
and students’ performance in the education sector of
Pakistan. To achieve this aim following are the
objectives of the study:
• To investigate the effect of harmonious
passion on students’ performance in
educational institutions of Pakistan
• To analyze the effect of obsessive passion
on students’ performance in educational
institutions of Pakistan
• To examine the mediating effect of
psychological empowerment between
teachers’ work passion on students’
performance in educational institutions of
Pakistan
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2 Literature Review
2.1 Teachers’ Work Passion and Student
Academic Performance
As mentioned above this chapter is about the
teachers’ passion for teaching, their love with work
is observed and their passion is not just a careful
interest. But in this case, the activity has been
defined externally for teachers and students.
Vallerand’s theory upon passion stated that
generally, a passionate psychological basis for
studying represents the research on it. In the last
decade, Weller and his affiliate research group focus
on various activities and experimental articles for
various happenings to focus on. As passionate goals,
they also do activities, such as games, music,
hobbies, but they do work also. The Gauge (1951)
suggests that businesses need strong power and
stability, the first advertising study, which has
mentioned his passion, provides an effective source
of challenges in business acquisition, and it is like
other thinkers like love, pride, motivation or
pleasure. The first delineations of passion in
educational institutions looked at it as an individual
trait, focusing less on the precise objects that passion
is projected on. Thereafter, Baum and colleagues
theorized passion as one important element of the
teachers’ personalities, mirroring love, affective
attachment to, and longing for work. Even if these
scholars looked at passion as a personality trait,
these early efforts to delineate passion have a shared
focus on affection, and specifically positive affection
of “love” for work. When the teachers’ passion is
observed, it ultimately affects the students’
performance. If the teachers are cooperative and
passionate toward his goals, his achievement is that
he has influenced students positively
(Anagnostopoulos, Winand, & Papadimitriou, 2016;
Anderson, 2012; Astakhova & Porter, 2015;
Birkeland & Buch, 2015; Birkeland & Nerstad,
2016; Breugst, Domurath, Patzelt, & Klaukien,
2012). A study on teachers working hours and
student performance indicated that there is a positive
relationship between teachers working hours and
enhancement of the students’ performance. But in
contrast, another study in Uganda indicated that the
lecture time brings negative impact on the students’
performance due to the boringness in the classroom,
they also stated that majority of the students want to
listen to a lecture for just 40 to 60 minutes. When the
time of lecture is increased, the students feel bored
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in the class and their attention started to reduce. A
researcher scholar used the sample of 356 students
over the 34 universities and colleges, found the
positive association of students who are taking part
in other activities rather than routine lecture, he
further investigated that the same manner is found in
teachers and the classroom will be a cause to reduce
his empowerment in the class. Students like these
teachers who are involved in other activities such as
speech, dialogues between students, dance or any
other performance by the students after some time.
These types of activities are an important source to
make attention toward a teacher among the students.
Teachers’ work passion is a key to make students
more attractive toward his personality, without the
passion in any project an individual cannot survive
for a long period. Similarly, a teacher with the same
attitude on daily basis lost his supremacy on the
students (Burke et al., 2015;Caudroit, Boiche,
Stephan, Le Scanff, & Trouilloud, 2011; Chamarro
et al., 2015). A study in Turkey indicated that’s
teachers can be survival mentor for students for a
long period and create a positive image in the
students’ mind by involving his latest activities.
However, in the literature, only a few studies are
found which particular investigated the impact of
teacher passion on students’ performance. That’s
why this study is going to check the empirical
impact of teacher passion, including harmonious
passion and obvious passion of students’ actual and
perceived performance in academia. Moreover, this
study also checks this effect through psychological
empowerment.
H1: There is a significant relationship between
teachers’ harmonious passion and students’
performance.
H2: There is a significant relationship between
teachers’ obsessive passion and students’
performance.
2.2 Mediating Role of Psychological
Empowerment between Teachers’ Work
Passion and Students’ Performance
As mentioned earlier, although job resources and
personal resources have been shown to predict
teachers’ engagement, little research attention has
been paid to the examination of the potential
mechanisms underlying these relationships. In this
study, psychological empowerment is proposed to be
a mechanism that explains the relationship between
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teachers’ passion and students’ performance Thomas
and Velthouse (2009) defined “psychological
empowerment as intrinsic motivation manifested in
four cognitions: meaning, competence, self-
determination, and impact. In other words, when
employees are psychologically empowered; they are
creating an internal sense of motivation based on
their cognitions regarding their work”. The ability to
work competency is uniquely confident. Self-
determination, which is also known as 'selection',
indicates a person's beginning to start and
maintenance of the actions of a person (Donahue et
al., 2012; Fernet, Lavigne, Vallerand, & Austin,
2014). The main targets, customs, principles and
codes of teaching career competently form the
approach of student and their transformation
following the principles of the classrooms. The
effects, sometimes referred to as the importance of
work, indicate that the extent of an individual's work
can influence the institutional level or change
results. It has been argued that the supervisor's
support, development opportunities, and basic
mindset are related to psychological empowerment.
For example, a supervisor can be used to help and
enhance their ability to do work. Also, if people are
given development opportunities, they can feel their
views about them, their ability to recognize, and
enhance self-determination (autonomous) Works
with passion. Similarly, on their basic diagnosis,
they believe in their capabilities to perform their
work and get their work done. Relying on previous
research studies, the current study can be suggested
for this reason as a powerful tool. Job design
features include job enhancement and job feedback.
For example, positive auto-complete symptoms
include basic self-diagnosis and usually self-
estimation. Based on these results, it is reasonable
that the support of supervisors, development
opportunities, and basic self-diagnosis is also
positively associated with psychological
empowerment. When an individual insists internally
(i.e., psychologically infective) he feels his work is
easily absorbed and emerging for him, that's why he
is busy in his work. Unfortunately, Seibert et al.
(2009) Meta-analysis indicated that the result of
psychology was not included in the involvement of
the teachers’ power in institutions. Also, an
amazingly small amount of research has been
released which indicated that the autonomous power
of a teacher positively influenced students’
performance (Huyghe, Knockaert, & Obschonka,
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2016; Jachimowicz, To, Menges, & Akinola, 2017;
Kerr, 2016; Kong, 2016; Lavigne, Forest, & Crevier-
Braud, 2012). However, Bhatangar (2012) found that
these two variables like psychological empowerment
were an offer for work and power is an ability to be
contributed to the relationship between students’
engagement and teachers’ passion. In terms of
psychology and other words, with the intention of
innovation and change the author is tested if
psychologically qualified people are more employed.
Modern and low institutions were intended because
they were busy with their work. There is a positive
and significant connection between the results of this
study psychological empowerment and students’
engagement. Although the study was not used
psychological empowerment, as a mediating
variable, is based on these results psychological
Harmonious
Passion
Teachers’ Psychological
Work Empowerment
Passion
Obsessive
Passion
Figure 1: Proposed Research Model
3 Research Methodology
3.1 Study Population
The word “population” in research studies refers to
those things or persons who are participating in the
study (Etikan, Musa, & Alkassim, 2016). This study
followed a quantitative approach (Hoy & Adams,
2015) as a research methodology which is also
performed by the (Ruiz-Alfonso & León, 2016). The
population for this study includes all those persons
which are performing their duties at any academic
institutions. These respondents include teachers,
professors, and students of the universities, colleges,
etc. in Pakistan. The required respondents were
contacted through personal meetings as well as some
respondents are captured via phone calls and e-mail
and asked to fill the survey questionnaire online.
Respondents were guaranteed that their responses
will be kept confidential and will not be misused.
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empowerment dramatically plays a vital role for
involvement in their work. Another study in Malesia
University on teachers’ empowerment students
working hours and management role was found the
positive correlation between psychological
empowerment of teachers and students working
hours. However, studies further found that
management play a negative role in this model
(Richardson, Abraham, & Bond, 2012;Stander &
Rothmann, 2010 ; Vallerand, 2012). Based on the
above discussion, this study used psychological
empowerment as a mediator between teachers work
passion and students’ performance.
H3: psychological empowerment significantly
mediates the teachers’ work passion and students’
performance
Students’
Performance
3.2 Sampling Method and Technique
Samples are a way in which many participants are
selected for the study population to get information
about a particular problem. Researchers cannot ask
the entire population so that they choose some
people. The sample represents the whole population
as the same common feature is according to the
whole population. Contains a sample framework that
should be present in all participants. There are
different sampling techniques are available for a
selection of sample such as online sample
calculators, sample tables, etc. In this study the
purposing sample is used to collect data for this
research, purposing sampling is an appropriate way
to collect data in this type of studies where the
population is infinite (Etikan et al., 2016). Sammons,
Lindorff, Ortega, and Kington (2016) have also
performed purposive sampling on their research on
teacher’s passion. The researcher selects the sample
of 200 respondents for this study and respondents
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are the officials or students who are teaching or
studies in different academic institutions of Pakistan.
3.3 Data Collection Procedure
This study is quantitative and strategy of study is the
survey, so most often under this strategy
questionnaire or structured interviews are used as a
tool for data collection. So, the tool of this study for
data collection is a questionnaire. To obtain the
required data from the sample selected, a self -
administrative research questionnaire was compiled
that were filled in two-fold, it means that the first
phase of the questionnaire was filled out at the start
of the semester and the second phase of the
questionnaire was filled out at the last of the
semester. The questionnaire is adapted from the
literature which is used for data collection and
respondents are targeting via emails and personal
meetings.
3.4 Measurement of Scales
To measure the passion scale is taken from the study
of Anderson (2012). This scale is already is used in
the literature and have excellent factor loading in
past. For the measurement of psychological
empowerment, the scale of Wallace, Johnson,
Mathe, and Paul (2011) study is used and this scale
is already used in many other studies and has good
factor loading. The 2 items scale of Adhatrao,
Gaykar, Dhawan, Jha, and Honrao (2013) used for
the measurement of students’ performance.
4 Data Analysis and Results
4.1 Demographic Profile
Approximately 300 questionnaires were distributed
through personal meetings with university students
Table 1: Cronbach Alpha
Latent Variables No of items
HP 8 0.974
OP 7 0.824
PE 17
SP 2 0.887
The value of Cronbach alpha of all the variables is
arranged in table 1 which shows that these values of
all variables are in a good range. As these values are
greater than 0.7 that proved that the reliability of the
whole data is excellent. The value of Cronbach alpha
shows the understating of respondents about
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and teachers at the start of a semester and at the end
of the semester. The 290 questionnaires are received
back in the start and 288 are received at the end, 280
for both times are usable. Final 560 questionnaires
are useable for final analyses. There were a total of
64 female teachers and 217 were males’ teachers,
who participated in this study. The ratio of male
teachers is 77.1 per cent and female’s teacher are
22.9 per cent. Findings stated that there are 104
teachers, who are falling in the range of age from 21
years to 30 years, 67 teachers lies in the age from 31
to 4o years, 37 teachers age is 41 to 50 years and
other reaming have more than 50 years of age.
Results indicated that the majority of the
respondents i.e. 213 of the total 280 respondents are
M.Phil. Degree holders. PhD degree holders ranged
67 and had 23.9% proportion of the whole 280
respondents. The rank of education of the teachers
offers an opportunity to recognize the expertise of
the workforce and choose highly skilled people to
hold different positions in the organization. The
figures in the table above the display that the
educational level of most of the respondents is
M.Phil. It signifies that in the education sector most
of the young.
4.2 Reliability
Cronbach alpha (α) is “calculated for checking the
reliability of the data. The value of Cronbach alpha
should be equivalent to 0.7 or greater than 0.7, in
other words, we can say the threshold value of
Cronbach alpha is α ≥ 0.7 (Cronbach (1951). As for
as the value of Cronbach alpha of this data is
concerned with all variables, which is greater than
0.7 and this proves the reliability of the data.” All
the values of Cronbach alpha are arranged in the
following table:
Cronbach Items Revised Cronbach
alpha Removed alpha
0 0.974
0 0.824
0.887 0 0.887
0 0.887
questionnaire items and that item goodness to
measure the entire construct. The table shows the
first variable which is HP has 8 items and the overall
value of Cronbach alpha is 0.974 which is good.
Similarly, the second variable OP has 7 items and
the value of Cronbach alpha is 0.824 which is good
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to measure the whole contract. The Cronbach alpha
value for PE is 0.887 and it has 17 items.
Correspondingly, the next variable of the study
which is SP has 2 items and the overall value of
Cronbach alpha is 0.887 for this construct. So, there
is no need to remove any item from any variable
because the factor loading of each item is greater
than 0.60, that's why there is no need to remove any
item. Consequently, the measurement for the entire
model is a good fit and results based on can be
realized.
4.3 Discriminant and Convergent Validity
Discriminant validity is the degree to which the
variable is differing from each other experimentally.
It examines the extent of differences among the
overlaid variables (Kim & Kim, 2010). It is
measured by employing cross-loading of measures.
By viewing at the cross-loading, the factor loading
pointers on the allotted variable have to be greater
than all loading of other variables with a state that
the cut-off figure of factor loading is greater than
0.70 (Kim & Kim, 2010). On the other hand,
Convergent validity is the extent of assurance a
researcher has that a character is well evaluated by
its measures (Kim & Kim, 2010). It is measured by
the Composite Reliability (CR) and Average
Variance Extracted (AVE).

Table 2: Discriminant and Convergent Validity at the start of Semester (N=280)

CR AVE MSV MaxR(H) PsyE Obses Hamon PPer
PsyE 0.957 0.577 0.334 0.970 0.760
Obses 0.840 0.562 0.280 0.988 0.475 0.680
Hamon 0.958 0.741 0.717 0.991 0.545 0.529 0.861
PPer 0.965 0.932 0.717 0.993 0.578 0.511 0.847 0.966
Notes:**. Correlation is significant at the 0.01 level (2-tailed).
This validity shows that all the variables are mode to evaluate whether or not a test is reliable. It
discriminant from one another. The table above is utilized under the supposition that the multiple
shows that all these constructs are entirely different items evaluate the similar basic variable. The value
from one another in terms of data and relationships. for CR varies from zero to one. A negative value
The bold values depict the highest values and the signifies that something is incorrect with the data
proceeding values are lesser than the above one. A such as an error in a reverse score of a few items.
successful valuation of discriminant validity The common rule of thumb for CR is 0.70 and
demonstrates that a test of these constructs is not higher is satisfactory, .80 and higher is good and .90
extremely correlated with other tests intended to and greater is best. The table shows that the values
evaluate hypothetically diverse constructs. These CR value for psychological empowerment,
results showed that the latent variable shared their obsessive, harmonious, and perceived performance,
variance and they are entirely diverse from one are 0.957, 0.840, 0.968, and 0.965 respectively. This
another. The table above shows the CR which is a demonstrates that all these measures are reliable.
test performed to measure the reliability or internal
consistency of the study variables. It offers a plain
Table 3: Discriminant and Convergent Validity at the End of the Semester (N=280)

CR AVE MSV MaxR(H) PsyE Obses Hamon APer

PsyE 0.987 0.812 0.154 0.987 0.901

Obses 0.839 0.560 0.193 0.993 0.393 0.679
Hamon 0.968 0.791 0.371 0.998 -0.138 -0.383 0.890
APer 0.887 0.797 0.371 0.998 -0.003 -0.439 0.609 0.893

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Notes:**. Correlation is significant at the 0.01 level (2-tailed).

The table shows that the values for psychological empowerment, obsessive, harmonious, and actual performance
are 0.987, 0.839, 0.968, and 0.887 respectively, therefore, this reliability test permits the researcher to study the
traits of evaluation scale and the items that build the scale.
figure of variables. In confirmatory factor analysis
4.4 Confirmatory Factor Analysis (CFA), the researcher can identify the figure of
The confirmatory factor analysis (CFA) is “a aspects needed in the data and which studied
multivariate arithmetic process which is utilized to construct is linked to which latent construct.”
examine how good the studied constructs signify the

Table 4: Nested Confirmatory Factor Analysis

Model Fit Indices Threshold Observed Values Observed Values
Range At Start At End
χ2 1351.556 1396.377

Df 502 506
χ2 / df Lesser than 3 2.692 2.276
Nested GFI ≤ .80 .801 .803
Model IFI ≤ .90 .913 .940
CFI ≤ .90 .913 .940
AGFI ≤ .90 .919 .910
RMR ≥ .08 .043 .049
RMSEA ≥ .08 .078 .079
Notes: χ2= Chi Square; Df= Degree of freedom; CFI= Comparative Fit Index; RMSEA= Root Mean Square
Error of Approximation
Nested confirmatory factor model was used in this
study to measure the fitness of the research model. 4.5 Structural Equation Modeling
Findings in an above-mentioned table showing that SEM is “a multivariate statistical analysis tool which
all indicators value is in the threshold range, which is utilized to examine the structural associations
proves that model is a good fit, so further analyses between the variables (Blunch, 2012). This tool is
can be run. the mixture of factor analysis and multiple
regression analysis, and it is employed to examine
the structural association between measured
constructs and latent variables.”

Table 5: Structural Path Coefficient at the Semester Start

Standardized Unstandardized
Casual Path S.E. C.R. P
Coefficient Coefficient

Psy_Emp <--- Harmonious .233 .214 .048 4.461 ***

Psy_Emp <--- Obsessives .562 .860 .080 10.745 ***

Per_Per <--- Psy_Emp .160 .136 .041 3.326 ***

Per_Per <--- Harmonious .648 .505 .034 14.872 ***

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Standardized Unstandardized
Casual Path S.E. C.R. P
Coefficient Coefficient

Per_Per <--- Obsessives .113 .147 .065 2.250 .024

Note: HP= Harmonious Passion, OP= obsessive passion, PE= psychological empowerment, PP= perceived
performance.
This test is chosen by the researcher as it which means that 11% increase in students’
approximates the multiple and interconnected performance will become due to obsessive passion.
reliance in a particular examination. The above table Here the first two hypotheses of the study are
5 demonstrate the results of SEM for data which was accepted.
collected at the start of semester and results
indicated that harmonious passion has a significant 4.6 Mediating Role of Psychological
positive impact on student perceived performance by Empowerment at Semester Start
.648, and obsessive passion has a significant positive To check the direct and indirect effect of work
impact on student perceived performance by .113 passion on student performance SEM was run by the
researcher, and the following results are presenting;

Table 6: Direct and Indirect effect

Work Passion Direct Effects on Perceived Indirect Effects through psychological

Performance empowerment on perceived performance

BCCI BCCI

Estimate Lower Upper Estimate Lower Upper

0.010* 0.526 0.761 0.037** 0.010 0.073

Harmonious
0.113 -0.019 0.264 0.090** 0.040 0.141
Obsessives
Note: Bootstrap 2000 Resample Results, *significant at 0.10, **significant at 0.05 and BCCI: Bias-corrected
Confidence Intervals

The above-mentioned table shows the harmonious
has .010 direct effect on perceived performance and
obsessive has .187 direct effect on PP but this effect
is insignificant. The table also demonstrates the
mediation effect of psychological empowerment
between harmonious and obsessive passion and
student perceived performance the results indicated
that psychological empowerment significantly
mediates the relationship between harmonious
passion and obsessive passion by .037 and .090
respectively.

Table 7: Structural Model Results at Semester Ends

Standardized Unstandardized
Casual path S.E. C.R. P
Coefficient Coefficient
Psy_Emp <--- Harmonious .153 .154 .060 2.555 .011

Psy_Emp <--- Obsessives .579 1.183 .123 9.646 ***

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Standardized Unstandardized
Casual path S.E. C.R. P
Coefficient Coefficient
A_Per <--- Obsessives -.326 -.636 .112 -5.688 ***

A_Per <--- Harmonious .520 .498 .048 10.354 ***

A_Per <--- Psy_Emp .275 .263 .047 5.560 ***

Note: HP= Harmonious Passion, OP= obsessive passion, PE= psychological empowerment, AP= Actual
performance
The table shows the SEM results on data which was has a positive impact on perceived performance
collected at the end of the semester and the results of while in table 7 obsessive passion harms students’
obsessive and harmonious passion were checked on actual performance.
actual students’ performance. The results against H1
indicated that harmonious passion has a significant 4.7 Mediating Role of Psychological
positive impact on a student’s actual performance. Empowerment at Semester End
But the result of H1 was changed as compare to To check the direct and indirect effect of work
perceived performance. In table 5 obsessive passion passion on student performance SEM was run by the
researcher, and the following results are presenting;

Table 8: Direct and Indirect effect

Work Passion Direct Effects on Actual Performance Indirect Effects through psychological
empowerment on actual performance

BCCI BCCI

Estimate Lower Upper Estimate Lower Upper

0.153** 0.433 0.597 0.042** 0.020 0.075

Harmonious
-0.326** -0.417 -0.210 0.16** 0.113 0.208
Obsessives
Note: Bootstrap 2000 Resample Results, *significant at 0.10, **significant at 0.05 and BCCI: Bias-corrected
Confidence Intervals

The above-mentioned table shows the harmonious
has a .153 direct effect on actual performance and
obsessive has a .326 negative direct effect on actual
performance. The table also demonstrates the
mediation effect of psychological empowerment
between harmonious, obsessive passion and student
perceived performance the results indicated that
psychological empowerment significantly mediates
the relationship between harmonious passion and
obsessive passion by .042 and .026 respectively.
However, the results of mediation indicated that
psychological empowerment significantly mediates
between obsessive and harmonious passion. The
hypothesis 3 indicated that harmonious passion has a
significant mediating impact on students’ actual
performance it means that if harmonious passion
increased by one unit it will bring 4% impact
through psychological empowerment and the results
of hypothesis 4 indicated that obsessive passion also
significantly mediate by psychological
empowerment with student actual performance and
the impact of obsessive passion on student actual
performance through the mediation of psychological
empowerment is 15.4 per cent and this is significant.

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PSYCHOLOGY AND EDUCATION (2021) 58(2): 8282-8296
Structural Equation Modeling for Both Data
The following figure 2 below is a screenshot of
structural equation modelling while running in SEM
Figure 2: SEM Semester Start Data.
Figure 3: SEM Semester End Data.
5 Discussion and Conclusion
5.1 Discussion
The results of this study were obtained after
analyzing the questionnaires which were filled out
by the respondents that belonged to the teachers,
professors and students. The first hypothesis of this
study was accepted. As this study was longitudinal,
therefore it was conducted in two sections. At the
initial stage, the questionnaires were filled by the
teachers, professors and students at the start of the
semester and then after that second phase of the
questionnaire was filled by the respondents at the
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ISSN: 00333077
in AMOS and shows the standardized regression
weights between the variables for data at the start of
a semester and figure 3 shows the results at the end
of the semester with students’ actual performance.
last of the semester (after four months of the first
phase). When questionnaires of the first phase were
analyzed then the hypothesis was proved that there is
a significant and positive relation of harmonious
work passion of teachers with the performance of the
students. When the questionnaires of the second
phase were analyzed that were filled at the last of the
semester then again the results were same as that of
the results of the first phase and hypothesis was
accepted which means that there is the significant
and positive impact between harmonious work
passion and performance of the student. These
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results were same and aligned with the results of
previous authors that have studied this relationship
before, for example, studies of (Awaluddin, Salija, &
Muhayyang, 2019; Moe, 2016; Naydanova & Beal,
2016; Ruiz-Alfonso & León, 2016; Saville, Bureau,
Eckenrode, & Maley, 2018; Vallerand, 2016) were
included. The second hypothesis was also tested in
two phases. Initially, it was tested at the start of the
semester and then after four months, at the last of the
semester. From the analysis of both phases, it was
found that the results of the first phase indicated that
hypothesis is rejected and there is no significant and
negative impact of obsessive work passion of
teachers and performance of students and this result
was opposite to the results of the previous studies.
While the results of the second phase that were
obtained from the questionnaires that were filled out
at the last of the semester, it was seen that
hypothesis was approved and there is a significant
and negative impact of obsessive work passion of
teachers and performance of students. And this result
was same as that of studies of previous authors in
which (Cheasakul & Varma, 2016; Naydanova &
Beal, 2016; Ruiz-Alfonso & León, 2016; Saville et
al., 2018; Vallerand, 2016) are included. The reason
behind these results is the period of collecting data.
This hypothesis was also proved through this study
and it was considered there is mediating effect of
psychological empowerment in between teachers’
work passion on students’ performance as if there
will be the strength of self-determination,
competence and impact in the teacher then only they
will be able to create passion in their work and
lecture that will be positive and will be giving those
results of the students that are desired and up to the
mark. That’s why it is said that psychological
empowerment creates a link between teachers’ work
passion and students’ performance and these results
are same as that of previous studies that were carried
out on this relationship, for example, (Ai et al.,
2017; Akram, Malik, Sarwar, Anwer, & Ahmad,
2015; Cheasakul & Varma, 2016; Flaherty,
O'Dwyer, Mannix-McNamara, & Leahy, 2017; Van
Nieuwerburgh, 2018).
5.2 Conclusion
This study was conducted to check the impact of
work passion of teachers on the performance of the
students in the educational sector of Pakistan. For
this purpose, data were collected from the different
universities of Pakistan in which teachers, professors
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ISSN: 00333077
and students were the respondents that filled out the
questionnaire. After analyzing the questionnaire, it
was revealed that all hypotheses of this study were
accepted. It was observed that work passion of
teachers has a very strong impact on the
performance of the student. Teachers have usually
two types of work passion that they showed towards
their students and that ultimately affect the
performance of the student. The first type of work
passion was harmonious work passion in which
there is a very positive attitude of teachers towards
their students and they treat their student with very
lenient behaviour. This study has proved that only
work passion of teachers is not important for
creating a good performance of the students but
there is one more factor without which work passion
of the teachers, as well as the performance of the
students, cannot be achieved at a great extent. That
factor is psychological empowerment that creates a
link between work passion of teachers and the
performance of the students. The factors which are
associated with psychological empowerment are
competence, self-determination and impact. If these
factors of teachers are strong then ultimately their
work passion will be strong which will then motivate
students to show good performance as all these
factors motivate the teachers as well so that they can
show positive passion towards their duty and it also
depends on the teachers that how they deal with their
psychological empowerment. Therefore, it can be
concluded that psychological empowerment plays
the role mediating between work passion of teachers
and the performance of the students.
5.3 Implications
This study is very helpful in the perspective of
theory and practice as it plays has shown its
importance in the point of theoretical as well as
practical. Theoretically, this study has enhanced
literature on the variables that are included in this
study as well as on the relationships that were
identified in this study as the literature on such
relationship was already rare so it will be a very
beneficial contribution in the academic point of view
where future researchers can get help in getting the
literature on these relationships. This study has also
enhanced material and make more confirmed the
theory which is associated with the relationships of
the variables included in this study. From a practical
point of view, this study has great contribution as
this study will help educational institutions that what
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kind of work passion is suitable for them which can
create a performance of the student according to the
desired way. Educational institutions can get benefit
from this study by developing as well as moulding
their teachers following that way of passion which
can give fruitful outcome in the form of good
performance of the students.
5.4 Limitation and future suggestions
This research also has some limitations, for example,
the educational institutions which were targeted
were small as well as several questionnaires that
were filled were also small. Therefore, future
researchers should work on a big sample size as well
as they should also research this relationship in the
context of another country so that this relationship
can be confirmed at a greater level as well.
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